Quality assessment and certification in open scholarly publishing and inspiration for MOOC credentialing

Edited book (chapter)

Ren, Xiang. 2016. "Quality assessment and certification in open scholarly publishing and inspiration for MOOC credentialing." Reushle, Shirley, Antonio, Amy and Keppell, Mike (ed.) Open learning and formal credentialing in higher education: curriculum models and institutional policies. Hershey, PA. United States. IGI Global. pp. 245-262
Chapter Title

Quality assessment and certification in open scholarly publishing and inspiration for MOOC credentialing

Book Chapter CategoryEdited book (chapter)
ERA Publisher ID2177
2214
Book TitleOpen learning and formal credentialing in higher education: curriculum models and institutional policies
Authors
AuthorRen, Xiang
EditorsReushle, Shirley, Antonio, Amy and Keppell, Mike
Page Range245-262
SeriesAdvances in Educational Marketing, Administration, and Leadership (AEMAL) Book Series
Chapter Number13
Number of Pages18
Year2016
PublisherIGI Global
Information Science Reference
Place of PublicationHershey, PA. United States
ISBN9781466688568
9781466688575
ISSN2326-9022
2326-9030
Digital Object Identifier (DOI)https://doi.org/10.4018/978-1-4666-8856-8.ch013
Web Address (URL)http://www.igi-global.com/book/open-learning-formal-credentialing-higher/129622
Abstract

This chapter looks at the changing landscape of quality assessment and certification/credentialing in open knowledge systems by a comparative study between open publishing and open education. Despite the disruptive changes driven by open publishing in scholarly communication, it is challenging to develop widely accepted methods for quality assessment and certification. Similar challenges exist in open education platforms like the massive open online course (MOOC). This work reviews four types of innovations in open publishing in terms of quality control, namely 'light touch' peer review, post-publication assessment, social peer review, and open peer review. Synthesising the principles and strategies of these innovations, it discusses how they might be inspiring for developing solutions and models for MOOC assessment and credentialing. This chapter concludes by suggesting future research directions. It argues that the open initiatives are co-evolving with the “traditional” systems and integrating with the established models.

Keywordsassessment; credentialing; MOOCs; peer review; open scholarly publishing; open access; certification
ANZSRC Field of Research 2020461006. Library studies
470102. Communication technology and digital media studies
390402. Education assessment and evaluation
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Byline AffiliationsAustralian Digital Futures Institute
Institution of OriginUniversity of Southern Queensland
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